1. Unit 3 Language Disabilities
Prepared by:
Cicilia Evi GradDiplSc., M. Psi.

2. Definition
Communication  the process participants use to exchange info and ideas, needs and desires
Language  a socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule- governed combinations of those symbols (Owens, 2001)

3. Language
Paralinguistic elements  such as intonations, stress or emphasis, speed of delivery and pauses, that add emotion or attitude to what is being said
Nonlinguistic elements  body language (facial expressions, posture and eye contact)
Metalinguistic elements  include thinking and talking about language, and analysis of language

4. Language Problems Common in students with LD
Important to address Language skills in early development of LD  why?
Used in everyday life  target for remediation
Crucial to success in school
Among the most common problems and haven’t been readily addressed

5. Classification Two major categories of language:
Receptive
Expressive
Subdivided into major elements:
Phonology - Pragmatics
Syntax - Metalinguistic elements
Morphology
Semantics

6. Receptive Language
Refers to listener’s behavior  how skilled is the listener to understand what is heard
Receive the message and comprehend it
Involves: attending to the speaker and the speaker’s delivery of language hearing the specific sounds  identifying how the sounds go together  recognizing and understanding the groupings  comprehend the message

7. Expressive Language
Refers to the production of language  requires using many language abilities
Make sounds  create words  make phrases and sentences  and so forth …

8. Receptive and Expressive
Dysnomia  word-finding problems
Seems to talk in fits and starts, stumble over words, rephrase what they are saying, or substitute the word thing for words they can’t remember at that moment
Dysarthia  includes slurred speech and sounding hoarse
Apraxia  seem to be very hard to speak, talk slowly and have greatest difficulty with starting to say words

9. Phonology The study of the sound system of language
Phoneme  the smallest unit of sounds
The development includes the understanding of different combinations or patterns of sounds that convey differences in meaning, physical mechanism for articulation and auditory perception of differences in sounds
Babbling at age 3-6 months  crucial stage

10. Phonology (2) Linked to achievement in reading
Students with LD have difficulties in: identifying sounds, segmenting and blending sounds, and in auditory discrimination
Sana – mana ; bagi – pagi

11. Syntax
The patterns or rules people use to put words together into sentences  understood implicitly by those who speak the language
Help us to comprehend the message even though we don’t the words in it
Before 3-4 years old  Ma ji anto ; Papa mam ue
Students with LD  hard to understand sentence with ambiguous meanings

13. Morphology The meaning of words
Morpheme  smallest unit of meaning in a language
Developed at age 4-7 years old  related to cognitive development and the complexity of morphemes
Students with LD  ending for verb tenses, possessives and plurals

14. Semantics
The study of meanings of words and words in groups, particularly sentences
Using contextual clues
Lexicon  individual’s library  at 18 months: 50 words
Explosion happens during preschool period  apprx 5 new words daily
Students with LD have difficulties in Vocabulary

15. Pragmatics The way in which language is used in social situations
The way we speak depends on whom we are speaking to, the reason why and many more
Developed during preschool years  learn to take listener’s perspective
Students with LD  hard to adjust with their listener’s perspective or using enough description for their listener

17. Metalinguistic Awareness
Refers to our ability to think about language  includes phonemic awareness  ability to blend sounds, segment the sounds of words, rhyme and manipulate the sounds of spoken words

18. Assessments Standardized  p. 343 (table 11.3), p. 344 (table 11.4)
Informal  language observation, specific language tasks and language sample (spontaneous, imitation and elicited) p. 344
Monitoring progress  based on curriculum  samples of language taken from classroom context, dialogue within the classroom and observation in engaged discussion with peers

19. Intervention General principles and Accommodations (p. 349-350)
Semantic Feature Analysis (p. 352)
Keyword Mnemonics (p. 352  frog)
Teaching in Context or Conversation
Phonemic Awareness
Statement Repetition